Technology in education often arrives with exaggerated promises. New tools are expected to transform classrooms overnight, reduce teacher workload magically, or replace deep thinking with automation. Most experienced teachers rightly view such claims with scepticism. Yet, when used thoughtfully, certain digital tools can genuinely support what good teachers already value: clarity of thought, meaningful discussion, and deeper engagement with ideas.
Two such tools worth careful attention are NotebookLM and Parlay. They serve very different purposes, but both are powerful when used as thinking aids rather than shortcuts.
NotebookLM: helping teachers think through content
NotebookLM is an AI-powered research and organisation tool developed by Google. Unlike chatbots that generate answers based on general internet knowledge, NotebookLM works only with the material that the teacher provides. Users create a “notebook” by uploading sources such as PDFs, web articles, documents, or even transcripts of videos. The tool then helps the user analyse, summarise, and reorganise that specific content.
This distinction is crucial for teachers. NotebookLM does not replace reading or understanding; it supports it.
For a teacher handling large volumes of material — textbooks, reference readings, curriculum documents, policy circulars, or research articles — NotebookLM acts like an intelligent assistant that stays grounded in the chosen sources. Teachers can ask it to generate summaries, timelines, glossaries, tables of contents, or briefing notes based strictly on what has been uploaded.
In practical terms, this can be immensely useful. A history teacher preparing a new unit can upload several chapters, articles, and primary-source excerpts, then ask NotebookLM to create a chronological timeline or a concept map. A science teacher dealing with updated syllabus material can quickly generate a simplified overview to help plan lessons. A language teacher can extract key themes, vocabulary lists, or discussion prompts from multiple texts at once.
One particularly valuable feature is the ability to create student-friendly resources. Teachers can ask NotebookLM to reframe complex material into simpler explanations, structured notes, or study guides — always grounded in the original content. This saves time while maintaining accuracy.
NotebookLM is also useful for teachers’ own professional learning. When taking an online course, teachers can upload lecture notes, readings, and transcripts into a single notebook and use the tool to synthesise ideas, track concepts across weeks, and prepare reflective notes. In this way, technology supports deeper learning rather than superficial consumption.
Importantly, NotebookLM should not be seen as a tool students use independently without guidance. Its greatest value lies in helping teachers prepare better, think more clearly, and design richer learning materials.
Parlay: Making classroom discussion visible and inclusive
If NotebookLM supports preparation and thinking, Parlay supports interaction.
Parlay is a digital platform designed to facilitate structured classroom discussions — both written and verbal. Many teachers struggle with classroom discussions where the same few students dominate while others remain silent. Parlay addresses this imbalance by making participation visible and manageable.
At its core, Parlay allows teachers to pose prompts or questions and invite students to respond in writing or speech. Responses are captured digitally, allowing the teacher to track participation, analyse patterns, and offer feedback.
One of Parlay’s strengths is its flexibility. Teachers can use it for:
- Socratic seminars
- Debates
- Reflective journaling
- Literature discussions
- Ethical dilemmas
- Current affairs conversations
The Written Roundtable feature allows students to respond thoughtfully before speaking. This is especially valuable for quieter students, second-language learners, or those who need time to organise their thoughts. Written responses reduce anxiety and increase inclusivity.
The Verbal Roundtable feature supports live discussions while still allowing teachers to track who has spoken, for how long, and on what themes. This helps teachers gently balance participation without interrupting the flow of discussion.
For assessment-conscious environments, Parlay also provides participation analytics. Teachers can see patterns over time: who engages consistently, who improves, and who may need encouragement. Used wisely, this data supports reflection rather than surveillance.
Crucially, Parlay does not replace the teacher’s judgment. It structures discussion, but the teacher still frames questions, guides conversation, and builds classroom culture. The tool simply makes learning more visible.
Using Technology Without Losing the Human Core
Both NotebookLM and Parlay highlight an important principle: good educational technology does not replace thinking or teaching — it supports them.
Teachers should approach such tools with clear intentions:
- NotebookLM for organising, understanding, and preparing content
- Parlay for amplifying student voice and encouraging equitable participation
Neither tool should be used merely because it is “new” or “AI-powered.” Their value lies in alignment with pedagogical goals.
Teachers new to these tools should start small. One notebook. One discussion. One unit. Over time, confidence grows and usage becomes more natural. Schools can support this by encouraging experimentation without pressure for perfection.
It is also important for teachers to model thoughtful technology use. When students see teachers using tools to think better — not faster — they learn an important lesson: technology is a means, not a substitute for understanding.
A realistic path forward
In an age of rapid change, teachers need not master every new platform. But remaining curious about tools that genuinely support learning is part of professional growth. NotebookLM and Parlay are not magic solutions; they are well-designed instruments that respect the complexity of teaching.
When used thoughtfully, they help teachers:
- save time without cutting corners
- include more student voices
- deepen engagement with content
- reflect more clearly on learning processes
Technology becomes meaningful not when it dazzles, but when it quietly improves thinking.
For teachers willing to explore carefully and critically, these tools offer something valuable: support for the intellectual work that lies at the heart of education.
Prepared by the editorial team based on the internet and AI-assisted research.